Develop the critical executive function skills of organization, arranging, and planning to help your older students with ASD or language disorders solve and respond to social problems.
Develop executive function skills to solve social problems
Deal with conflicts in a socially-appropriate manner
Generalize new social language and behavior skills outside of therapy
Finally, there are photo cards depicting common themes and social exchanges unique to adolescents! These cards are sure to keep your students interested and engaged. They address life skills, such as planning for the future and dealing with conflicts. Generalization activities that promote personalizing the scenarios complete this outstanding therapy program.
The 200 photo cards are divided into four groups:
- Time-based cards: present problems in the past, present and future. Students learn the consequences of past behavior and use that knowledge to make better decisions in the future. The generalization cards require the student to reflect on how he solved a problem in the past and brainstorm solutions for a better outcome for a similar problem.
- Place or Rank Ordering cards: require the student to identify multiple, simultaneously occurring problems, rank them based on importance or urgency and develop an action plan. The generalization card asks the student to visualize himself in the setting and to modify the problem so it's similar to something he's personally encountered.
- Purpose- based cards: ask the student to identify the purpose of social interactions in order to keep a conversation flowing. In the generalization activity, the student visualizes himself taking part in the conversation and responds to questions.
- Audience-based cards: require the student to evaluate his listener's needs and generate a response. Students respond differently to a peer vs. a person of authority and learn to make subtle changes in tone, the amount and type of details to share, and the use of slang. Generalization requires the student to reflect on problems from the past and to solve similar problems in the future.
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- Engaging in social situations is dependent on an individual's ability to analyze events and anticipate the social behaviors of others. Predicting social behaviors is a core challenge for individuals with autism spectrum disorder (ASD) (ASHA, 2005).
- Executive function skills are needed to organize and arrange our actions and behaviors at home and at school. An executive function disorder may cause issues with planning for the future, delaying a response, initiating a behavior, or shifting between activities (Ward, 2010).
- Generalization of social skills is a challenge for individuals with ASD. Role-playing and visualization may improve carryover of targeted social skills outside of therapy (Countryman, 2008).
- Children with language disorders experience problems with basic social communication tasks, including entering an ongoing conversation, negotiating with peers, participating in cooperative groups, dealing with conflicts and formulating cohesive narratives (ASHA, 2011). These communication tasks are targeted in Social Language Photo Cards Adolescent.
Social Language Photo Cards Adolescent incorporates these principles and is also based on expert professional practice.
Ad Hoc Committee on Autism Spectrum Disorders, American Speech-Language-Hearing Association. (2005).
Principles for speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the life span. Retrieved from http://asha.org/policy/TR2006-00143
Countryman, J. (2008). Social skills groups for Asperger's disorder and pervasive developmental disorder not otherwise specified. Psychiatry (Edgmont), 5(1), 42-47.
Ward, S. (2010, November). Executive function skills. Seminar presented at the American Speech-Language-Hearing Association Convention, Philadelphia, PA.